This article investigates how Turkey implements its responsibilities of an international refugee protection regime at policy level, and it focuses specifically on empirical scholarship about the domestic responses to Syrian refugees. While refugee protection draws on the principles of humanitarianism and non-refoulement in general, how it is understood and delivered is complex and situation-specific. In the exponentially growing literature on Syrian refugees in Turkey, the scholarship often takes for granted the policy responses without highlighting their relations with practices. With situational analysis of the secondary documents, this article introduces refugee protection policies and regulations and makes an analysis of domestic responses in different fields concerning Syrian refugees. This critical appraisal finds that Turkey’s responses mostly include humanitarian social protection and lack rights-based legal protection. This pushes Syrian refugees into exploitative situations.

The European Union has faced many crises, such as populism, xenophobia, economic and political challenges, to name a few. This has resulted in some questioning whether the EU will survive. Herein, the neo-institutionalist perspective on crises in EU integration frames an original and timely inquiry into the role of a new EU initiative – the European Education Area – in supporting EU integration in these challenging times. This inquiry relies on a thematic analysis of relevant key policy materials. The findings highlight that while it is not surprising that the EEA is an example of an education convergence project in the EU, the novelty of other findings is striking. It appears that the crises in the EU inspired the authors of the EEA to utilize its education as a tool for EU deepening, which is an aspect of EU integration related to the strengthening of the relationships amongst its Member States. Specifically, the EEA has been a driver in the development of a common European identity and European economy, the EU as a socially-just society and the continent of progress. These findings address important gaps of our knowledge about the role of education in driving EU integration.

The world-renowned physicist Andrei D. Sakharov (1921–1989) was ‘the father of the Soviet hydrogen bomb’ and, as such, an architect of the Soviet superpower. He developed into a fierce fighter for human rights, distinguished by the Nobel Peace Prize. In his words, ‘my fate was larger than what would have followed from my personality. I was merely trying to be worthy of my fate.’1 His life and career provide thought-provoking lessons and is worthy of review on the eve of his centennial.

Philanthropic foundations have become increasingly important in present-day societies. In relation to governance, they represent some specific features. Like corporations, they are subject to regulation, but they differ by having neither owners nor customers. This makes the governance of foundations an important issue for study. At the same time, governance by foundations is likewise of importance. It includes the role of foundations in corporate governance based on their ownership in corporations and their role in resource allocation based on the returns of their assets. Against this background, this article addresses three research questions: (1) What are the characteristics of the governance of foundations? (2) What role do foundations play for corporate governance? (3) What role do foundations play for resource allocation? In order to contribute to answering these questions this article provides an analysis of the first centenary (1917−2017) of a major Swedish philanthropic foundation, the Knut and Alice Wallenberg Foundation. It is concluded that successful foundation governance is characterized by (1) rule compliance, (2) loyalty to the founders, and (3) legitimacy among prospective grantees. Additional conclusions are that the larger, the more concentrated, and the more long-term the asset portfolio, the more significant will be the role a foundation may play in corporate governance, and the more successful asset management and the more careful project selection, the more significant will be the role a foundation may play in resource allocation. In addition, the article demonstrates the reciprocal relationships between foundations, corporations, and grantees.

One of the most important problems facing Greece is the long-term and high-level unemployment rate. The Economic Adjustment Programmes (EAPs) focused on the supply side of the economy, aiming at the adjustment of prices and wages, draw on the classical economic model, as it is widely accepted that internal devaluation policies keep inflation low. This article attempts to examine whether the Keynesian theory and the Phillips Curve, which shows the relationship between unemployment and inflation, apply in the case of the Greek economy. We use descriptive statistics, ordinary least squares (OLS) and VAR Analysis to examine the relationship between the variables. According to the results, there is a negative correlation between unemployment and inflation in Greece, thus confirming the Phillips Curve hypothesis. Finally, results show that unemployment is less dependent on inflation compared with the past, and there are numerous other decisive factors affecting unemployment.

In 2014, the new Ukrainian authorities decided to adopt a pro-Western foreign policy course. The EU supported this ambition: an Association Agreement with Ukraine was signed. This paved the way for the use of economic incentives, conditioned by the introduction of specific reforms. Besides acting within the EU, the Polish government also proposed independent support, mainly in the form of development assistance. Thus, this article aims to evaluate the efficacy of the Polish economic incentives, as well as to identify the factors that either strengthen or weaken such effectiveness. In this process, multiple variables are applied in the contexts of Polish policy goals and the situation in Ukraine. The article concludes that the applied incentives are properly aligned with the objectives that have been set. They could be effective despite the political obstacles in both Poland and Ukraine.

International boundaries are man-made separation lines. All of today’s boundaries were created in the past, sometimes years, sometimes decades, even in some cases centuries ago. Thus, international boundaries reflect the historical moments in the life of a State, when its limits were made according to its force and ability at a given time. Understanding the process of boundary making and the location of boundaries can become a bridge of research and knowledge between three major scientific areas – history, geography and political science.

The ravages of two world wars and a desire to develop a politically and economically united Europe led to the establishment of the Eurozone in January 1999. The European Monetary Union was a grand experiment that brought 11 European nations under a single currency, the euro. Complexities associated with the implementation of effective fiscal, budgetary and banking coordination left the bloc vulnerable to asymmetries in the productivity and factor markets of its members. This article analyses how adoption of the euro, which prevented nominal exchange rate adjustments, impacted on the competitiveness and real economies of member states, thereby undermining the European Union’s key priority of creating balanced economic growth and productivity.

As one of the building blocks of the fourth industrial revolution, artificial intelligence has attracted much public attention and sparked protracted discussions about its impact on future technological, economic and social developments. This contribution conveys insights into artificial intelligence’s basic methods and tools, its main achievements, its economic environment and the surrounding ethical and social issues. Based on the announced and taken measures of the EU organs in the area of artificial intelligence, the contribution analyses the position of Europe in the global context.

Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to bridge this gap between secondary and higher STEM education by showing our youngsters the relevance of science and technology to their personal life and environment. To this end, the project STEM@school promoted and studied the idea of integrated STEM in secondary education in Flanders, Belgium. In integrated STEM education, learning contents from the separate STEM courses are linked in an authentic way, as they often are in our environmental challenges. This approach encourages students as well as their teachers to acquire a robust understanding of STEM concepts, and a creative, inquisitive, and collaborative mindset. For the design of integrated STEM curricula, STEM@school united secondary-school STEM teachers and university researchers. This article elaborates on the principles, opportunities and challenges of the design and implementation of these curricula and discusses their promising effects on students’ conceptual understanding and attitudes towards STEM subjects. The article concludes with tips and tricks to get started with integrated STEM education in secondary schools.

The new nationalism emerging across much of Europe is ready to forgo and forget lessons of history that had successfully domesticated and democratized the nations of the EU over the last 70 years. If the nation, however, is an important resource for integration, and integration is seen as a common project for both its citizens and its migrants, how can it be reimaged and supported to live up to this difficult and important task? This article will analyse these problems in the light of new and older concepts.

The transition from secondary education to tertiary education is challenging in Finland. Some of the key challenges are related to the competition rates in upper secondary education, gap years, low motivation towards STEM fields and a highly selective admission system to tertiary education; many opt out of STEM fields. In the current article, I approach these challenges in the context of expectancy-value-cost theory taking both a variable and person-oriented approach. Taking a variable-oriented approach we have identified that students’ interest in STEM subjects decreases during secondary education. Taking a person-oriented approach, we can identify three different subgroups. The person-oriented approach reveals that 50% of the students show a decreasing interest in all subjects during secondary education. Additionally, we can identify two gendered pathways. One trajectory is more typical among males; for this group the interest in mathematics increases during secondary education. The other trajectory is more typical for females; with them, interest in mathematics decreases during secondary education while at the same time their interest in languages increases. When these groups are followed later on we can identify that those in the group in which interest in mathematics increases are more likely to pursue studies and to find employment in STEM fields compared with those in the group in which interest towards languages increased. In addition, we could identify four gendered motivational orientations towards work and education after the transition from secondary education: those interested in income (more males), those looking for future prospects, those combining work and family (more females), and those interested in society (more females). Recently, we have developed an intervention programme to promote interest and pathways towards STEM, which I will present as a way to bridge the transition from secondary to further education in STEM.

It is proposed that the transition from secondary to higher education can be facilitated by improving secondary school students’ capabilities for independent, self-directed, and self-regulated learning (SRL). University learning places high demands on students for complex and independent learning, namely learning that requires the ability to plan, monitor and evaluate one’s work and to control one’s motivation and emotion. A major stream of educational research has shown the beneficial impact of self-regulated learning on student motivation and has concluded that self-regulation is a significant source of achievement differences among students. However, many secondary school students lack the skills of an independent and self-regulated learner when they enter higher education, something that contributes to considerable student attrition during the first year of university study. In this article I argue that more attention should be paid to the promotion of self-regulated learning in secondary schools. This can be achieved by helping teachers understand how to enrich students’ knowledge about learning and strategies to manage it. Some exemplary practices developed at secondary schools are discussed as a means of providing examples of effective learning environments for SRL.

Globally connected and commodified digital means of communication offer a wealth of information across age-bands and across formal and informal sites of learning, yet few students obtain systematic training in transforming this information to knowledge that is tailored to their level of understanding and to the settings of learning. This gap between access to unsorted and often unsolicited information across boundaries of space, learning and generation and training in the formation of valid knowledge poses a threat to democratic societies that are based on informed citizens’ joint debate and decision-making. This article addresses the gap between students’ information access and their knowledge formation and discusses the challenges and possible solutions with empirical focus on the transition between upper-secondary and tertiary education. Globally connected social network sites (‘social media’) are key information sources for many students. Owing to their commodified, algorithmic and non-transparent character, these sites offer little guidance in terms of validation and verification of claims. I propose Media and Information Literacy (MIL) as an important means of minimizing the gap between information access and sound knowledge formation. This is because MIL goes beyond training of access to digital technologies and information search and retrieval. It also trains skills in applying communication technologies for validation, critique and knowledge production. I discuss the challenges posed to education to apply (MIL) as a key pathway to minimizing the gap in order to advance public value and societal resilience and suggest that educational systems shift their focus from teaching to learning in tandem with more inclusive approaches to where learning takes place.

Students are often ill-prepared for the leap in expectations within disciplines when they make the transition from secondary to university-level instruction. Moreover, another equally large challenge exacerbates these vertical disciplinary gaps. At all levels, instruction takes place largely in disciplinary silos – in language and literature, history, mathematics, science, and so on. Learning goals in these silos are often phrased in very different language, e.g. ‘becoming a reader’ (or writer) in language arts, ‘inquiry’ in science, and ‘problem solving’ in mathematics. Such horizontal gaps result in instruction being far less coherent from the student’s perspective than it might be. The Teaching for Robust Understanding framework, known as TRU, may provide a means of addressing both kinds of gap. TRU focuses on the nature of learning environments that support the development of students as powerful learners. Through the lens of the TRU framework one can see commonalities across disciplines and across grade levels, and shape instructional practices accordingly. Within any particular discipline, treating students as active sense makers and arranging learning environments to provide opportunities for active sense making may help to bridge the gap between secondary and higher education.

The acquisition of domain-specific knowledge and interdisciplinary skills such as critical thinking is increasingly gaining significance as key learning outcomes in higher education that are crucial for all professionals and engaged citizens and that enable lifelong learning. Despite this socio-political consensus, up until the last decade there have only been a few evidence-based insights into the competencies of higher education students. Therefore, the Germany-wide research program Modelling and Measuring Competencies in Higher Education (KoKoHs) was established in 2011 by the Federal Ministry of Education and Research. In the 85 projects, theoretical-conceptual competence models and corresponding assessments were developed for selected large study domains (e.g. economics) to reliably measure the students’ competencies in different phases of higher education (entering, undergraduate, graduate). More than 100 technology-based assessments of both discipline-specific competencies and generic skills were validated across Germany at over 350 universities with over 75,000 students. This article presents findings from the Germany-wide entry diagnostics in the one KoKoHs project (WiWiKom II) with beginning students in business, economic and social sciences that provide evidence-based insights into students’ learning preconditions and their impact on domain-specific knowledge acquisition in bachelor’s degree courses. The results lead to far-reaching practical implications for successful transitions between secondary and tertiary education, including recommendations for the development of mechanisms to support access to tertiary education and to prevent high dropout rates.

This article discusses the gaps in the cognitive demands of education as higher levels of education became socially and culturally necessary. These gaps are related to major transitions between education levels, such as the transition from preschool to primary school, from primary to secondary, or from secondary to tertiary education. Gaps reflect deviations between the concepts and skills prescribed for learning by a specific population and the readiness of this population to cope with the demands of the task within the time frame prescribed. The history and the cognitive developmental profile of the gaps is outlined. This article focuses on the gap between secondary and tertiary education. It is explained that a major reason for the gap is the vast expansion in the population of youth attending university studies. We outline a programme for bridging this gap, which extends from primary to university education. We emphasize changes in principle-based and critical thought that are needed by many students if they are be able to grasp science as intended by universities.

This article will analyse the rather uniform ways in which developed countries, and notably those of Europe, have moved from systems in which tiny numbers of young people attended university to systems of mass and still expanding higher education. Although there are some surface differences between countries in organisation and levels of participation, these have actually decreased in recent decades, and convergence is continuing. This convergence reflects a general move towards a dominant model of tertiary education which gives priority and prestige to academic certification. The economic and policy drivers have been very similar. In the first instance, a changing labour market and growing middle class expanded demand for tertiary provision. Governments then became convinced that expanding higher education was an effective supply-side policy to promote growth and productivity, and an effective way to promote social mobility and equality; and so educational expansion and spending were privileged. However, in recent years, there has been a growing mismatch between the labour market and tertiary provision, which it is very hard to correct, partly because of politicians’ beliefs but also because the ‘signalling’ function of academic education has become paramount, and families quite rationally pursue high-prestige (but zero-sum) options for their children. Although there may be some degree of self-correction in the system, this is by no means assured and governments need to consider, actively, how to promote attractive alternatives to university study.

Equality of opportunity is a central aim in the political agenda of many nations, and political leaders consequently speak about the importance of reducing differences in educational attainment between young persons from differing social origins. Such differences are apparent at two educational steps – the transition from compulsory school to upper secondary and at the transition from upper secondary school to tertiary institutions. Both steps have to be considered if the interest lies in attainment of university degrees, since the outcome at the first transition affects that at the second. Differences in educational attainment by parental origin appear through two separate mechanisms. Children from higher origins tend to perform better at school than other children, and consequently they more than others continue to higher educational levels. However, also among children who did perform equally well, children from more advantaged origins more often than other children choose to continue to higher and more academically oriented tracks. Children of immigrants tend to perform less well at school than native-born children, but given performance, they tend more than the native-born to choose to continue in academically oriented school tracks.